Didaktične igre na temo svetloba pri naravoslovju in fiziki v osnovni šoli

Podberšič, Lara (author), Pavlin, Jerneja (mentor), Susman, Katarina (co-mentor)

Igra pomeni zabavo, krajšanje časa. Je neka aktivnost, skozi katero se učimo in usvajamo nove spretnosti, jih poglabljamo in razširjamo svoje znanje. Didaktične igre morajo biti zelo dobro izdelane, saj je s tem povezan tudi napredek v znanju. Didaktična igra mora biti zastavljena tako, da nas motivira, pritegne in da se ob igranju zabavamo. Didaktične igre od igralca zahtevajo, da je aktiven, iznajdljiv, prav tako pa krepijo sodelovanje, medsebojno pomoč in odnose med udeleženci. Kljub povečanju raziskav na temo didaktičnih iger smo zasledili primanjkljaj tovrstnih iger v tretjem triletju osnovne šole. Zato smo se odločili, da bomo v okviru magistrskega dela izdelali tri kakovostne didaktične igre na temo svetloba in barve pri predmetu naravoslovje v 7. razredu in na temo svetloba pri predmetu fizika v 8. razredu. Izdelane didaktične igre so preizkusili učenci v dveh oddelkih 7. in dveh oddelkih 8. razreda. V raziskavi je sodelovalo skupno 85 učenk in učencev 7. in 8. razreda. Iz analize podatkov smo izvzeli 8 učenk in učencev, ker so manjkali na vsaj eni dejavnosti. Podatke smo zbrali s preizkusi znanja, anketnimi vprašalniki in opazovalnimi formularji. Pred in po metodi didaktičnih iger so učenci izpolnili preizkuse znanja. S tem smo pridobili vpogled v njihovo znanje. Zadnje preverjanje znanja so pisali vsaj teden dni po izpeljavi pouka z didaktičnimi igrami in tako smo dobili vpogled v trajno usvojeno znanje. Pripravili smo tudi anketne vprašalnike, s katerimi smo zbrali mnenja o posamezni didaktični igri in morebitnih izboljšavah. Z vnaprej pripravljenimi opazovalnimi formularji smo opazovali potek iger in dobili vpogled v njihovo ustreznost. Namen preizkusov znanja, anketnih vprašalnikov in ocenjevalnih formularjev je bil oceniti in ovrednotiti izdelane didaktične igre in jih na osnovi izsledkov izpopolniti. Izsledki raziskave kažejo, da je metoda didaktičnih iger primerna za poučevanje tudi v tretjem triletju osnovne šole. Izdelane didaktične igre niso popolnoma izpolnile pričakovanega rezultata pri usvajanju nove učne snovi, a menimo, da so kljub temu primerne za poučevanje tematike o svetlobi. Kljub didaktičnim igram, za katere se je pri pouku na osnovi evalvacije izkazalo, da še potrebujejo optimizacijo, smo ugotovili, da je učencem tovrsten način usvajanja in utrjevanja učne snovi všeč in da gre za motivacijsko sredstvo, ki poveča situacijski interes za predmet. Izsledki magistrskega dela bodo pripomogli učiteljem pridobiti boljši vpogled v izdelavo in vpogled v bistvene elemente didaktične igre, ki jih je treba upoštevati pri izdelavi didaktične igre.

• Language: Slovenian
• Keywords: fizika in naravoslovje v osnovni šoli
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-135977
• COBISS.SI-ID: 103262211
• Publication date in RUL: 05.05.2022

Secondary language

• Language: English
• Title: Didactic games for the topic of light in science and physics in primary school

Abstract

Game means having fun, passing the time; it is an activity through which we learn and acquire new skills, improve them, and expand our knowledge. Didactic games must be very well made in order to bring about advancement in knowledge. The didactic game must be set up in a way that it motivates us, attracts us, and that we have fun while playing. Didactic games require the player to be active and inventive; they also strengthen cooperation, mutual help, and relationships between participants. Despite the increase in research on the topic of didactic games, we found a deficit of such games in the third triennium of primary school. Therefore, we decided to create three quality didactic games on the topic of light and color in the subject of natural sciences in the 7th grade, and on the topic of light in the subject of physics in the 8th grade. The developed didactic games were tested in two sections of the 7th and two sections of the 8th grade. The study involved 85 7th-grade and 8th-grade students. We excluded 8 students from the data analysis because they had missed at least one activity. Data was collected through tests, questionnaires, and observation forms. Before and after implementing the method of didactic games, students took tests. This gave us an insight into their knowledge. The last test was taken one week after the lesson with didactic games, and so we got an insight into the permanently acquired knowledge. We also prepared questionnaires, which gathered opinions on individual didactic games and possible improvements. We observed the course of the games with pre-prepared observation forms and gained insight into the adequacy of didactic games. The purpose of the tests, questionnaires and assessment forms was to evaluate and assess the developed didactic games, and to improve them based on the results. The results of the research show that the method of didactic games is also suitable for teaching in the third triennium of primary school. The developed didactic games did not fully achieve the expected result in the acquisition of new learning content, but we believe that they are nevertheless suitable for teaching the topic of light. Despite the fact that the didactic games proved to need further optimization, we found that students like this way of learning and consolidating the content, and that it is a motivational tool that increases situational interest in the subject. The results of the master's thesis will help teachers gain a better insight into the making of didactic games and into their essential elements, which must be taken into account when creating a didactic game.

• Keywords: physics and science in primary school